K to 12 Curriculum Guide - plt-borderlessschool.com

Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue

Pasig City

K to 12 Curriculum Guide

MATHEMATICS (Grade 1 to Grade 3)

K to 12 Mathematics Curriculum Guide Page 2 of 109

K to 12 BASIC EDUCATION CURRICULUM

Figure 1. The Conceptual Framework of Mathematics Education



CONCEPTUAL FRAMEWORK

Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics

as a school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.

Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing,

synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a

problem that is unknown.

These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and

attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.

There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement,

Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and

communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.

The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and

computers, smart phones and tablet PCs, and the Internet.

We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and

problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and

experiences.



The framework is supported by the following underlying learning principles and theories: Experie ntial and Situated Learning, Reflective Learning, Constructivism,

Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.

Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning

as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"

(Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts and theories are applied.

Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when

learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences.

Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new

ideas.

Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.

The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery Learning and Inquiry-based Learning

(Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts.



BRIEF COURSE DESCRIPTION

Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science

and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.

The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.

Numbers and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.

Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on

attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle

measure.

Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and

proofs.

Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and

symbols, equations, and most importantly, functions, to represent and analyze relationships.

Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and

interpreting data; dealing with uncertainty; and making predictions about outcomes.

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it pro vides necessary concepts and life

skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.



LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using appropriate

technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

KEY STAGE STANDARDS:

K – 3

At the end of Grade 3, the learner demonstrates

understanding and appreciation of key concepts and skills

involving numbers and number sense (whole numbers up

to 10,000 and the four fundamental operations including

money, ordinal numbers up to 100th, basic concepts of

fractions); measurement (time, length, mass, capacity,

area of square and rectangle); geometry (2-dimensional

and 3-dimensional objects, lines, symmetry, and

tessellation); patterns and algebra (continuous and

repeating patterns and number sentences); statistics and

probability (data collection and representation in tables,

pictographs and bar graphs and outcomes)as applied -

using appropriate technology - in critical thinking,

problem solving, reasoning, communicating, making

connections, representations, and decisions in real life.



GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS

K

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20,

basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number

pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables)

as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and

decisions in real life.

GRADE 1

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100,

ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3-

dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures

of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical

thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

GRADE 2

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1

000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic

shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length,

mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking,

problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

GRADE 3

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to

10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and

similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns

and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability

(tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making

connections, representations, and decisions in real life.



Time Allotment:

Grade 1 2 3

Daily 50 min 50 min 50 min



GRADE 1

CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS

The learner... The learner... The learner...

Grade 1- FIRST QUARTER

Numbers and Number

Sense

demonstrates understanding of whole

numbers up to 100, ordinal numbers up to

10th, money up to PhP100 and fractions ½ and 1/4.

1. is able to recognize, represent, and order

whole numbers up to 100 and money up to

PhP100 in various forms and contexts.

1. visualizes and represents numbers from 0 to 100 using a variety of

materials.

M1NS-Ia-1.1

BEAM LG Gr.1 Module 2- Sets of Whole Numbers

Lesson Guide in Elem.

Math Grade 1 p. 70

2. counts the number of objects in a given

set by ones and tens.

M1NS-Ib-2.1

Lesson Guide in Elem. Math Grade 1 pp. 49, 54, 73, 84

2. is able to recognize,

and represent ordinal

numbers up to 10th, in various forms and contexts.

3. identifies the number that is one more

or one less from a given number. M1NS-Ib-3

4. composes and decomposes a given

number. e.g. 5 is 5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5.

M1NS-Ic-4

5. regroups sets of ones into sets of tens

and sets of tens into hundreds using objects.

BEAM LG Gr.1 Module 2-

Reading and Writing of

Whole Numbers

M1NS- Id-5

6. visualizes, represents, and compares two sets using the expressions “less than,” “more than,” and “as many as.”

M1NS-Id- 6 BEAM LG Gr.1 Module 2-

Sets of Whole Numbers

7. visualizes, represents, and orders sets from least to greatest and vice versa.

M1NS-Ie-7

BEAM LG Gr.1 Module 2- Sets of Whole Numbers


Math Grade 1 p. 40

8. visualizes and counts by 2s, 5s and 10s

through 100.

M1NS-Ie-8.1

BEAM LG Gr.1 Module 2- Reading and Writing of Whole Numbers


Math Grade 1 pp. 76, 79,

82

9. reads and writes numbers up to 100 in

symbols and in words.

M1NS-If-9.1


Reading and Writing of Whole Numbers


Math Grade 1 pp. 90, 94



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


10. visualizes and gives the place value and

value of a digit in one- and two-digit numbers.

M1NS-Ig-10.1

BEAM LG Gr.1 Module 2- Reading and Writing of

Whole Numbers Lesson Guide in Elem.

Math Grade 1 p. 88

11. renames numbers into tens and ones. M1NS-Ig-11 Lesson Guide in Elem.

Math Grade 1 p. 97

12. visualizes, represents, and compares

numbers up to 100 using relation symbols.

M1NS-Ih-12.1 Lesson Guide in Elem.

Math Grade 1 p.67

13. visualizes, represents, and orders

numbers up to 100 in increasing or decreasing order.

M1NS-Ih-13.1 Lesson Guide in Elem.

Math Grade 1 p. 58

14. identifies the 1st , 2nd, 3rd, up to 10th

object in a given set from a given point of reference.

M1NS-Ii-16.1


Reading and Writing of Whole Numbers

15. reads and writes ordinal numbers: 1st,

2nd, 3rd up to 10th. M1NS-Ii-17.1


Math Grade 1 p. 104

16. recognizes and compares coins and

bills up to PhP100 and their notations.

M1NS-Ij-19.1

BEAM LG Gr.1 Module 2- Reading and Writing of Whole Numbers


Math Grade 1 p. 109 Grade 1- SECOND QUARTER

Numbers and

Number Sense

demonstrates

understanding of addition and

subtraction of whole

numbers up to 100 including money

is able to apply

addition and subtraction of whole

numbers up to 100

including money in mathematical

problems and real- life situations.

17. illustrates addition as “putting

together or combining or joining sets”

M1NS-IIa-23


Math Grade 1 p. 123

18. visualizes and adds two one-digit

numbers with sums up to 18 using the

order and zero properties of addition.

M1NS-IIa-26.1


Addition

Lesson Guide in Elem. Math Grade 1 pp. 135, 137

19. adds two one-digit numbers using

appropriate mental techniques e.g.

adding doubles and/or near-doubles.

M1NS-IIa-28.1a



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


20. visualizes and adds three one-digit

numbers using the grouping property

of addition.

M1NS-IIb-26.2

BEAM LG Gr.1 Module 4- Addition


Math Grade 1 p. 141

21. visualizes and adds two to three one-

digit numbers horizontally and

vertically.

M1NS-IIb-27.1



Math Grade 1 p. 144

22. uses expanded form to explain the meaning of addition with regrouping.

M1NS-IIc-27.2

23. visualizes and adds numbers with

sums through 99 without or with regrouping.

M1NS-IIc-27.3



Math Grade 1 pp. 149, 152

24. adds mentally two to three one- digit numbers with sums up to 18 using appropriate strategies.

M1NS-IId-28.1b Lesson Guide in Elem.

Math Grade 1 p. 147

25. adds mentally two-digit numbers and one-digit numbers with regrouping using appropriate strategies.

M1NS-IId-28.2

26. visualizes and solves one-step routine

and non-routine problems involving

addition of whole numbers including

money with sums up to 99 using appropriate problem solving strategies.

M1NS-IIe-29.1

BEAM LG Gr.1 Module 5- Application of Addition


Math Grade 1 p. 169

27. creates situations involving addition of

whole numbers including money . M1NS-IIe-30.1

28. illustrates subtraction as “taking away” or “comparing” elements of sets.

M1NS-IIf-24 BEAM LG Gr.1 Module 6-

Subtraction

29. illustrates that addition and subtraction are inverse operations.

M1NS-IIf-25

30. visualizes, represents, and subtracts

one-digit numbers with minuends through 18 (basic facts)

M1NS-IIg-32.1

BEAM LG Gr.1 Module 6- Subtraction


Math Grade 1 p. 190



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



one- to two-digit numbers with

minuends up to 99 without regrouping.

M1NS-IIg-32.2



Math Grade 1 p. 194

32. uses the expanded form to explain

subtraction with regrouping.

M1NS-IIh-32.3


one- to two-digit numbers with minuends up to 99 with regrouping.

M1NS-IIh-32.4


Subtraction Lesson Guide in Elem.

Math Grade 1 p. 197

34. subtracts mentally one-digit numbers

from two-digit minuends without regrouping using appropriate strategies.

M1NS-IIi-33.1



Math Grade 1 p. 209

35. visualizes, represents, and solves

routine and non-routine problems involving subtraction of whole

numbers including money with

minuends up to 99 with and without regrouping using appropriate problem

solving strategies and tools.

M1NS-IIi-34.1

BEAM LG Gr.1 Module 7- Application of Subtraction

Lesson Guide in Elem. Math Grade 1 p. 235

36. creates situations involving subtraction

of whole number including money. M1NS-IIj-35.1

Grade 1- THIRD QUARTER

37. counts groups of equal quantity using

concrete objects up to 50 and writes an equivalent expression.

e.g. 2 groups of 5

M1NS-IIIa-37

38. visualizes, represents, and separates

objects into groups of equal quantity using concrete objects up to 50.

e.g. 10 grouped by 5s

M1NS-IIIa-48



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


Numbers and

Number Sense

demonstrates

understanding of fractions ½ and 1/4.

is able to recognize,

represent, and compare fractions ½

and 1/4 in various forms and contexts.

39. visualizes and identifies ½ and ¼ of

a whole object.

M1NS-IIIb-72.1

Lesson Guide in Elem. Math Grade 1 pp. 239,

242

40. visualizes, represents, and divides a

whole into halves and fourths.

M1NS-IIIc-73

BEAM LG Gr.1 Module 8- Fractions

Lesson Guide in Elem. Math Grade 1 pp. 246, 249

41. visualizes, and divides the elements

of sets into two groups of equal quantities to show halves.

M1NS-IIIc-74.1



Math Grade 1 p. 254

42. visualizes, represents, and divides

the elements of sets into four groups

of equal quantities to show fourths

M1NS-IIId-74.2



43. visualizes and draws the whole region or set given its ½ and/or ¼

M1NS-IIId-75


Geometry

demonstrates understanding of 2-

dimensional and 3- dimensional figures.

is able to describe, compare, and

construct 2- dimensional and 3-

dimensional objects

44. identifies, names, and describes the

four basic shapes (square, rectangle, triangle and circle) in 2-dimensional

(flat/plane) and 3-dimensional (solid) objects.

M1GE-IIIe-1

BEAM LG Gr.2 Module - Shapes

45. compares and classifies 2-

dimensional (flat/plane) and 3-

dimensional (solid) figures according to common attributes.

M1GE-IIIe-2

46. draws the four basic shapes. M1GE-IIIf-3

47. constructs three dimensional objects

(solid) using manipulative materials.

M1GE-IIIf-4



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


Patterns and

Algebra

demonstrates

understanding of continuous and

repeating patterns and mathematical

sentences.

is able to apply

knowledge of continuous and

repeating patterns and number

sentences in various

situations.

48. determines the missing term/s in a

given continuous pattern using

one attribute (letters/ numbers/events).

e.g. A,B,C,D, 2,3, 5,6,7

,Wed, Thur, Fri

Aa, Bb, Cb, ,

M1AL-IIIg-1

49. determines the missing term/s in a

given repeating pattern using one

attribute(letters, numbers, colors, figures, sizes, etc.).

e.g. A,B,C,A,B,C,A,

_

M1AL-IIIg-2

50. constructs equivalent number

expression using addition and

subtraction. e.g. 6 + 5 = 12 - 1

M1AL-IIIh-8


Math Grade 1 p. 184

51. identifies and creates patterns to

compose and decompose using

addition. e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 +

3, 5 + 2, 6 + 1, 7 + 0

M1AL-IIIi-9

Lesson Guide in Elem. Math Grade 1 pp. 39 – 41; 57 – 63

52. visualizes and finds the missing

number in an addition or subtraction sentence using a variety of ways

e.g. n + 2 = 5

5 – n = 3

M1AL-IIIj-10



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


Grade 1- FOURTH QUARTER

Measurement

demonstrates understanding of time

and non-standard units of length, mass

and capacity.

is able to apply knowledge of time and

non-standard measures of length,

mass, and capacity in

mathematical problems and real-life

situations

53. tells the days in a week; months in a

year in the right order.

M1ME-IVa-1


Measurement: Time

Measure Lesson Guide in Elem.

Math Grade 1 pp. 262,

267

54. determines the day or the month using

a calendar.

M1ME-IVa-2

55. tells and writes time by hour, half-hour

and quarter-hour using analog clock.

M1ME-IVb-3


Math Grade 1 pp. 270, 274, 281

56. solves problems involving time (days in

a week, months in a year, hour, half- hour, and quarter-hour)

M1ME-IVb-4

57. compares objects using comparative

words: short, shorter, shortest; long,

longer, longest; heavy, heavier, heaviest; light, lighter, lightest.

M1ME-IVc-19

58. estimates and measures length using

non- standard units of linear measures.

M1ME-IVd-20

BEAM LG Gr.1 Module 10- Linear Measure


Math Grade 1 p. 284

59. estimates and measures mass using

non-standard units of mass measure.

M1ME-IVe-21

BEAM LG Gr.1 Module 11- Mass Measure


60. estimates and measures capacity

using non-standard unit.

M1ME-IVf-22




CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


Statistics and

Probability

demonstrates

understanding of pictographs without

scales and outcomes of an event using the

terms likely and

unlikely to happen.

is able to create and

interpret simple representations of data

(tables and pictographs without scales) and

describe outcomes of

familiar events using the terms likely and

unlikely to happen.

61. collects data on one variable through

simple interview. M1SP-IVg-1.1

62. sorts, classifies, and organizes data in tabular form and presents this into a pictograph without scales.

M1SP-IVg-2.1

63. infers and interprets data presented in a pictograph without scales.

e.g. finding out from the title what the

pictograph is all about, comparing which has the least or greatest …

M1SP-IVh-3.1

64. solves routine and non-routine problems using data presented in pictograph without scales.

M1SP-IVh-4.1

65. tells whether an event is likely or unlikely to happen.

M1SP-IVi-7.1

66. describe events in real-life situations

using the phrases “ likely” or “unlikely to happen”. e.g. Tomorrow it will rain.

M1SP-IVj-8.1



GRADE 2

CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



Numbers and Number

Sense

1. demonstrates

understanding of

whole numbers up

to 1000, ordinal numbers up to 20th,

and money up to PhP100.

2. demonstrates

understanding of addition of whole

numbers up to 1000 including

money.

1. is able to recognize,

represent, compare,

and order whole

numbers up to 1000, ordinal numbers up to

20th, and money up to PhP100 in various

forms and contexts.

2. is able to recognize

and represent ordinal numbers up to 20th in

various forms and contexts.

3. is able to apply

addition of whole numbers up to 1000

including money in


situations.

1. visualizes and represents numbers from 0-1000 with emphasis on

numbers 101 – 1 000 using a variety of materials.

M2NS-Ia-1.2

BEAM LG Gr. 2 Module 1- Whole Numbers


Math Grade 2 p. 1

2. groups objects in ones, tens, and hundreds.

M2NS-Ib-2.2

3. gives the place value and finds

the value of a digit in three-digit

numbers.

M2NS-Ib-10.2



Math Grade 2 p.12

4. visualizes and counts numbers by 10s, 50s, and 100s.

M2NS-Ib-8.2



Math Grade 2 p.24

5. reads and writes numbers up to

1 000 in symbols and in words.

M2NS-Ic-9.2



Math Grade 2 p.15

6. visualizes and writes three-digit numbers in expanded form.

M2NS-Ic-14



Math Grade 2 p.18

7. visualizes and compares numbers

up to 1 000 using relation

symbols.

M2NS-Id-12.2



Math Grade 2 p.21

8. visualizes and orders numbers up to 1 000 in increasing or decreasing order.

M2NS-Id-13.2



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


9. identifies the 1st through the

20th with the emphasis on 11th

to 20th object in a given set from

a given point of reference.

M2NS-Ie-16.2

BEAM LG Gr. 2 Module 2- Presenting Whole

Numbers Lesson Guide in Elem.

Math Grade 2 p.28

10. reads and writes ordinal numbers

from 1st through the 20th.

M2NS-Ie-17.2

BEAM LG Gr. 2 Module 1-

Whole Numbers

11. identifies and uses the pattern of naming ordinal numbers from 1st

to the 20th.

M2NS-Ie-18



Math Grade 2 p.40

12. reads and writes money in symbols and in words through

PhP100.

M2NS-If-20.1

BEAM LG Gr. 1 Module 1- Reading and Writing Whole Numbers


Math Grade 2 p.42

13. counts the value of a set of bills

or a set of coins through PhP100 (peso-coins only; centavo-coins

only; peso-bills only and combined peso-coins and peso-

bills).

M2NS-If-21

BEAM LG Gr. 2 Module 3- Money

14. compares values of different

denominations of coins and paper bills through PhP100 using

relation symbols.

M2NS-If-22.1

BEAM LG Gr. 2 Module 3- Money


Math Grade 2 p.50

15. illustrates the properties of

addition (commutative, associative, identity) and applies

each in appropriate and relevant situations.

M2NS-Ig-26.3

BEAM LG Gr. 2 Module 4- Addition


Math Grade4 p.24 DLP Gr. 4 Modules 9, 10,

11; Gr. 5 Module 2



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


16. visualizes, represents, and adds 2-digit by 3-digit numbers with

sums up to 1000 without and with regrouping .

M2NS-Ig-27.4



Math Grade 2 p.59

17. visualizes, represents, and adds

3-digit by 3-digit numbers with

sums up to 1000 without and with regrouping.

M2NS-Ih-27.5



Math Grade 2 p.59

18. adds mentally 1- to 2-digit numbers with sums up to 50

using appropriate strategies.

M2NS-Ih-28.3



Math Grade 2 p.83

19. adds mentally 3-digit numbers

and 1-digit numbers using appropriate strategies.

M2NS-Ii-28.4

20. adds mentally three -digit

numbers and tens (multiples of 10 up to 90) using appropriate

strategies.

M2NS-Ii-28.5

21. adds mentally 3-digit numbers

and hundreds (multiples of 100 up to 900) using appropriate

strategies.

M2NS-Ii-28.6

22. solves routine and non-routine problems involving addition of

whole numbers including money with sums up to 1000 using

appropriate problem solving strategies and tools.

M2NS-Ij-29.2

BEAM LG Gr. 2 Module – Application of Addition


Math Grade 2 p.87

23. creates problems involving

addition of whole numbers including money.

M2NS-Ij-30.2



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


Grade 2- SECOND QUARTER

Numbers and Number

Sense

demonstrates understanding of

subtraction and

multiplication of whole numbers up to 1000

including money.

is able to apply subtraction and multiplication of whole

numbers up to 1000

including money in mathematical problems and

real-life situations.

24. visualizes, represents, and

subtracts 2- to 3-digit numbers with minuends up to 999 without and with regrouping.

M2NS-IIa-32.5

BEAM LG Gr. 2 Module 6- Subtraction


Math Grade 2 p.105

25. subtracts mentally 1-digit

numbers from 1- to 3-digit numbers without regrouping


M2NS-IIb-33.2

BEAM LG Gr. 2 Module 6-

Subtraction LessonGuide in Elem.

Math Grade 2 p.123

26. subtracts mentally 3-digit

numbers by tens and by

hundreds without regrouping using appropriate strategies.

M2NS-IIb-33.3

27. solves routine and non-routine

problems involving subtraction of

whole numbers including money with minuends up to 1000 using appropriate problem solving strategies and tools.

M2NS-IIc-34.2

BEAM LG Gr. 2 Module – Application of Subtraction


Math Grade 2 p.126


subtraction of whole numbers including money.

M2NS-IId-35.2

29. performs orders of operations

involving addition and

subtractions of small numbers.

M2NS-IId-34.3

30. solves multi-step routine and

non-routine problems involving

addition and subtraction of 2- to 3-digit numbers including money

using appropriate problem solving strategies and tools.

M2NS-IIe-34.4

BEAM LG Gr. 2 Module 8- Application of Addition and Subtraction



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


31. creates word problems involving

addition and subtraction of whole numbers including money.

M2NS-IIe-35.3

32. illustrates multiplication as repeated addition using 32.1 groups of equal quantities

32.2 arrays

32.3 counting by multiples

32.4 equal jumps on the

number line

M2NS-IIf-38

Lesson Guide in Elem. Math Grade 2 p.140

33. writes a related equation for each

type of multiplication: repeated addition, array, counting by

multiples, and equal jumps on the number line.

M2NS-IIf-39


34. illustrates the property of

multiplication that any number

multiplied by one (1) is the same number.

M2NS-IIg-40.1


Math Grade 2 p.157

35. illustrates the property of

multiplication that zero multiplied by any number is zero.

M2NS-IIg-40.2


DLP Gr. 4 Module 27

36. illustrates the commutative property of multiplication.

M2NS-IIg-40.3

37. visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and10.

M2NS-IIh-41.1

BEAM LG Gr. 2 Module - Multiplication

38. multiplies mentally 2,3,4,5 and 10


M2NS-IIi-42.1

BEAM LG Gr. 2 Module – Multiplication


Math Grade 2 p.166



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



problems involving multiplication of whole numbers including

money using appropriate problem solving strategies and tools.

M2NS-IIi-45.1

BEAM LG Gr. 2 Module – Multiplication



problems involving multiplication

and addition or subtraction of whole numbers including money

using appropriate problem solving strategies and tools.

M2NS-IIj-45.2



multiplication only and multiplication with addition or

subtraction of whole numbers

including money with reasonable answers.

M2NS-IIj-46.1


Numbers and Number

Sense

1. demonstrates understanding of

division of whole numbers up to 1000

including money.

2. demonstrates

understanding of unit

fractions.

1. is able to apply division of whole

numbers up to 1000 including money in


situations.

2. is able to recognize and represent unit

fractions in various forms and contexts.

42. visualizes and represents division as

equal sharing, repeated subtraction,

equal jumps on the number line and using formation of equal groups of objects

M2NS-IIIa-49

BEAM LG Gr. 2 Module

11– Application of Division Lesson Guide in Elem.

Math Grade 2 p.181

43. creates and writes a related

equation for each type of

situation: equal sharing, repeated subtraction, equal jumps on the

number line, and formation of equal groups of objects.

M2NS-IIIa-50

DLP Gr. 3 Module 24

44. visualizes division of numbers up

to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5 and 10).

M2NS-IIIb-51.1

BEAM LG Gr. 2 Module 11– Application of Division



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


45. divides mentally numbers by

2,3,4,5 and 10 using appropriate strategies (multiplication table of

2, 3, 4, 5 and 10).

M2NS-IIIb-52.1

46. illustrates that multiplication and

division are inverse operations.

M2NS-IIIc-53

DLP Gr. 3 Module 28


Math Grade 2 p.206


problems involving division of

numbers by 2,3,4,5 and 10 and with any of the other operations

of whole numbers including

money using appropriate problem solving strategies and

tools.

M2NS-IIIc-56.1

BEAM LG Gr. 2 Module 11– Application of Division

48. creates word problems involving

division of whole numbers

including money.

M2NS-IIIc-57.1

49. visualizes, represents and

identifies unit fractions with

denominators of 10 and below.

M2NS-IIId-72.2

BEAM LG Gr. 2 Module 13 – Fractions


Math Grade 2 p.231

50. reads and writes unit fractions. M2NS-IIId-76.1 Lesson Guide in Elem.

Math Grade 2 p.240

51. compares unit fractions using

relation symbols. M2NS-IIIe-77.1


52. arranges unit fractions in

increasing or decreasing order.

M2NS-IIIe-78.1

53. identifies other fractions less than

one with denominators 10 and below.

M2NS-IIIe-79.1

DLP Gr. 3 Module 35



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


54. visualizes similar fractions (using group of objects and number line).

M2NS-IIIf-72.3

55. reads and writes similar fractions.

M2NS-IIIf-76.2

56. compares similar fractions using relation symbols.

M2NS-IIIf-77.2 DLP Gr. 3 Module 36

57. arranges similar fractions in increasing or decreasing order.

M2NS-IIIf-78.2


MISOSA Module Gr. 4 –

Ordering Similar Fractions

Geometry

demonstrates

understanding of straight and curved lines, flat

and curved surfaces,

basic shapes, symmetry in a line, and

tessellations using triangles and squares.

is able to recognize and

construct straight and curved lines, flat and

curved surfaces, basic

shapes and create simple designs that show

symmetry in a line and tessellation using

triangles and squares.

58. visualizes, identifies, classifies

and describes half circles and quarter circles.

M2GE-IIIg-5

59. constructs squares, rectangles,

triangles, circles, half-circles,

and quarter circles using cut-

outs and square grids.

M2GE-IIIg-6

60. identifies shapes/figures that

show symmetry in a line.

M2GE-IIIh-7.1

BEAM LG Gr. 2 Module Geometry – Tessellations


Math Grade 2 p.266

61. identifies and draws the line

of symmetry in a given symmetrical figure.

M2GE-IIIh-7.4a

62. creates figures that show

symmetry in a line. M2GE-IIIh-7.2

63. recognizes shapes that can

tessellate.

M2GE-IIIh-8.1

64. tessellates a surface using triangles and squares.

M2GE-IIIi-8.2




CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


65. identifies straight lines and

curves, flat and curved surfaces in a 3-dimensional

object. This is not reflected in the performance standards.

M2GE-IIIi-9

66. explains the differences

between straight lines and curved lines, flat surfaces and

curved surfaces. This is not reflected in the performance

standards.

M2GE-IIIi-10

Patterns and Algebra


continuous patterns using two attributes and

mathematical sentences involving multiplication

and division of whole

numbers using 2, 3, 4, 5

and 10 only.

is able to apply knowledge of

continuous patterns using two attributes

and number sentences involving multiplication

and division using 2, 3,

4, 5 and 10 only in various situations.

67. determines the missing term/s in

a given continuous pattern using two attributes (any two of the

following: figures, numbers, colors, sizes, and orientations,

etc.)

e.g.

1, A, 2,B,3,C, ,

1 , 2 , 3 , 4

M2AL-IIIj-3

68. visualizes and finds the missing

value in a number sentence involving multiplication or division

of whole numbers using 2, 3, 4, 5 and 10 only.

e.g.

5 x = 30 30 ÷ = 6

M2AL-IIIj-11



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



Measurement

demonstrates understanding of time,

standard measures of

length, mass and capacity and area using square-tile

units.

is able to apply knowledge of time, standard measures

of length, weight, and

capacity, and area using square-tile units in

mathematical problems and real-life situations.

69. tells and writes time in minutes

including a.m. and p.m. using analog and digital clocks.

M2ME-IVa-5

BEAM LG Gr. 2 Module 9 – Time Measure


Math Grade 2 p.285

70. visualizes and finds the elapsed time in days.

M2ME-IVa-6

71. visualizes, represents, and solves

problems involving time (minutes including a.m. and p.m. and elapsed time in days).

M2ME-IVa-7

BEAM LG Gr. 2 Module 9 – Time Measure


Math Grade 2 p.304

72. shows and uses the appropriate

unit of length and their

abbreviation cm and m to measure a particular object.

M2ME-IVb-23

73. compares length in meters or centimeters.

M2ME-IVb-24

74. measures objects using

appropriate measuring tools in m or cm.

M2ME-IVb-25 Lesson Guide in Elem.

Math Grade 2 p.309

75. estimates and measures length

using meter or centimeter. M2ME-IVc-26


Math Grade 2 p.312

76. solves routine and non-routine problems involving length.

M2ME-IVc-27

77. shows and uses the appropriate

unit of weight and their abbreviations g and kg to measure a particular object.

M2ME-IVd-28

78. compares mass in grams or

kilograms.

M2ME-IVd-29

BEAM LG Gr. 2 Module 18 – Mass and Capacity


appropriate measuring units in g or kg.

M2ME-IVd-30



Math Grade 2 p.317



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


80. estimates and measures mass

using gram or kilogram.

M2ME-IVe-31



Math Grade 2 p.323


problems involving mass.

M2ME-IVe-32


appropriate measuring tools in mL or L.

M2ME-IVf-33


length, mass and capacity.

M2ME-IVf-34

84. illustrates area as a measure of

how much surface is covered or

occupied by a plane figure.

M2ME-IVg-35

BEAM LG Gr. 2 Module 12 – Area

85. finds the area of a given figure

using square-tile units i.e.

number of square-tiles needed.

M2ME-IVg-36

86. estimates the area of a given

figure using any shape.

M2ME-IVh-37


problems involving any figure

using square tiles.

M2ME-IVh-38



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


Statistics and Probability

deepens understanding of pictographs without and

with scales and outcomes

of an event using the terms likely, equally likely

and unlikely to happen.

is able to create and interpret simple

representations of data

(tables and pictographs without and with scales)

and describe outcomes of familiar events using the

terms likely, equally likely

and unlikely to happen.

88. collects data on one variable

using a questionnaire.

M2SP-IVh-1.2

89. sorts, classifies, and organizes

data in tabular form and presents this into a pictograph

without and with scales.

M2SP-IVi-2.2

90. infers and interprets data

presented in a pictograph

without and with scales.

M2SP-IVi-3.2

BEAM LG Gr. 3 Module 15 – Pictograph


problems using data presented in a pictograph without and with scales.

M2SP-IVi-4.2

92. tells whether an event is likely, equally likely, unlikely to happen.

M2SP-IVj-7.2

93. describe events in real-life

situations using the phrases “ likely to happen” or “unlikely to

happen” or “equally likely to happen”.

M2SP-IVj-8.2



GRADE 3

CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



Numbers and Number

Sense

1. demonstrates understanding of

whole numbers up to 10 000, ordinal

numbers up to 100th, and money up

to PhP1000.

2. demonstrates

understanding of addition and

subtraction of whole numbers including

money

1. is able to recognize, represent, compare,

and order whole numbers up to 10

000, and money up to PhP1000 in

various forms and

contexts.

2. is able to recognize

and represent, ordinal numbers up

to 100th in various forms and contexts.

3. is able to apply

addition and subtraction of whole

numbers including

money in mathematical

problems and real- life situations.

1. visualizes numbers up to 10 000 with

emphasis on numbers 1001 - 10000.

M3NS-Ia-1.3

Lesson Guide in Elem. Math 3 pp. 1 – 14

BEAM LG Gr. 3 Module 1.1 – Whole Numbers

2. gives the place value and value of a digit in 4- to 5-digit numbers.

M3NS-Ia-10.3



MTB-MLE Group –

Teacher’s Guide

3. reads and writes numbers up to 10 000 in symbols and in words.

M3NS-Ia-9.3

Lesson Guide in Elem. Math 3 pp. 18 - 27


MTB-MLE Group –

Teacher’s Guide

4. rounds numbers to the nearest ten,

hundred and thousand..

M3NS-Ib-15.1



DLP Gr. 4 Module 5

MTB-MLE Group –

Teacher’s Guide

5. compares numbers up to

10 000 using relation symbols.

M3NS-Ib-12.3


MTB-MLE Group –

Teacher’s Guide

6. orders 4- to 5-digit numbers in increasing or decreasing order.

M3NS-Ib-13.3

MTB-MLE Group – Teacher’s Guide



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS

The learner... The learner... The learner... 7. identifies ordinal numbers from 1st to

100th with emphasis on the 21st to 100th object in a given set from a given point of reference.

M3NS-Ic-16.3


8. recognizes coins and bills up to PhP1 000.

M3NS-Ic-19.2

9. reads and writes money in symbols and

in words through PhP1 000 in pesos

and centavos.

M3NS-Ic-20.2


Math 3 pp.49 – 51 BEAM LG Gr. 3 Module 1.3

– Whole Numbers

DLP Gr. 3 Module 8, Gr. 4

Module 48 MTB-MLE Group –

Teacher’s Guide

10. compares values of the different

denominations of coins and bills

through PhP1 000 using relation symbols.

M3NS-Id-22.2

Lesson Guide in Elem. Math 3 pp.52 – 56


MTB-MLE Group –

Teacher’s Guide

11. adds 3- to 4-digit numbers up to three

addends with sums up to 10 000

without and with regrouping.

M3NS-Id-27.6


DLP Gr. 3 Module 12, 13


12. estimates the sum of 3- to 4-digit

addends with reasonable results.

M3NS-Ie-31

LG in Elem. Math 3 pp.81 – 84

DLP Gr. 3 Module 14

MTB-MLE Group –

Teacher’s Guide

13. adds mentally 2-digit and 1-digit

numbers without or with regrouping


M3NS-Ie-28.7


DLP Gr. 3 Module 15




CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


14. adds mentally 2- to 3-digit numbers

with multiples of hundreds using

appropriate strategies.

M3NS-Ie-28.8

LG in Elem. Math 4 pp.35 – 36

MTB-MLE Group –

Teacher’s Guide


problems involving addition of whole numbers with sums up to 10 000

including money using appropriate

problem solving strategies and tools.

M3NS-If-29.3


DLP Gr. 3 Module 16


16. creates problems involving addition of whole numbers including money.

M3NS-If-30.3

17. subtracts 3-to 4-digit numbers from 3-

to 4-digit numbers without and with regrouping.

M3NS-Ig-32.6


BEAM LG Gr. 3 Module 1 –

Subtraction DLP Gr. 3 Module 17, 18

MTB-MLE Group –

Teacher’s Guide

18. estimates the difference of two

numbers with three to four digits with

reasonable results.

M3NS-Ih-36


BEAM LG Gr. 3 Module 1 – Subtraction

MTB-MLE Group –

Teacher’s Guide

19. subtracts mentally 1- to 2 – digits

numbers without and with regrouping using appropriate strategies.

M3NS-Ih-33.5



Subtraction MTB-MLE Group –

Teacher’s Guide

20. subtracts mentally 2- to 3 – digits

numbers with multiples of hundreds

without and with regrouping using appropriate strategies.

M3NS-Ii-33.6




CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



problems involving subtraction without

or with addition of whole numbers including money using appropriate

problem solving strategies and tools.

M3NS-Ii-34.5



Application of Subtraction, Module 3 – Application of

Addition and Subtraction

DLP Gr. 3 Module 19, Gr. 4 Module 19

MTB-MLE Group –

Teacher’s Guide

22. creates problems involving addition

and/or subtraction of whole numbers

including money.

M3NS-Ij-35.4

Grade 3- SECOND QUARTER

Numbers and Number

Sense


multiplication and division of whole numbers including

money.

is able to apply multiplication and division of

whole numbers including money in mathematical

problems and real-life situations

23. visualizes multiplication of numbers 1

to 10 by 6,7,8 and 9.

M3NS-IIa-41.2

BEAM LG Gr.2 Module – Multiplication

MTB-MLE Group –

Teacher’s Guide

24. visualizes and states basic

multiplication facts for numbers up to

10.

M3NS-IIa-41.3


25. applies the commutative property of

multiplication.

M3NS-IIb-40.4


DLP Gr. 5 Module 3

MTB-MLE Group –

Teacher’s Guide

26. multiplies 2-digit by 1-digit numbers

using the distributive property of

multiplication.

M3NS-IIb-40.5

DLP Gr. 4 Module 29

MTB-MLE Group –

Teacher’s Guide



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


27. multiplies three 1-digit numbers using

the associative property of

multiplication.

M3NS-IIb-40.6

DLP Gr. 4 Module 26, Gr. 5 Module 3

MTB-MLE Group –

Teacher’s Guide

28. multiplies 2- to 3-digit numbers by 1-

digit numbers without or with

regrouping.

M3NS-IIc-43.1


MTB-MLE Group –

Teacher’s Guide

29. multiplies 2-digit numbers by 2-digit

numbers without regrouping.

M3NS-IIc-43.2


30. multiplies 2-digit number by 2-digit numbers with regrouping.

M3NS-IIc-43.3 MTB-MLE Group –

Teacher’s Guide

31. multiplies 2- to 3-digit numbers by

multiples of 10 and 100.

M3NS-IId-43.4


MTB-MLE Group –

Teacher’s Guide

32. multiplies 1- to 2-digit numbers by

1 000. M3NS-IId-43.5


33. estimates the product of 2- to 3-digit

numbers and 1- to 2-digit numbers

with reasonable results .

M3NS-IId-44.1


34. multiplies mentally 2-digit by 1-digit

numbers without regrouping with

products of up to 100.

M3NS-IIe-42.2


MTB-MLE Group –

Teacher’s Guide


problems involving multiplication

without or with addition and subtraction of whole numbers including


M3NS-IIe-45.3


MTB-MLE Group –

Teacher’s Guide



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



multiplication or with addition or

subtraction of whole numbers including money.

M3NS-IIf-46.2

37. visualizes and states the multiples of 1-

to 2-digit numbers.

M3NS-IIf-47


38. visualizes division of numbers up to

100 by 6,7,8,and 9 (multiplication table of 6, 7, 8, and 9).

M3NS-IIg-51.2

BEAM LG Gr.2 Module 11 – Division

MTB-MLE Group –

Teacher’s Guide

39. visualizes and states basic division facts of numbers up to 10.

M3NS-IIg-51.3

BEAM LG Gr.2 Module 11 – Division

MTB-MLE Group –

Teacher’s Guide

40. divides 2- to 3-digit numbers by 1- to

2- digit numbers without and with

remainder.

M3NS-IIh-54.1


DLP Gr. 3 Module 29

MTB-MLE Group –

Teacher’s Guide

41. divides 2-3 digit numbers by 10 and

100 without or with remainder.

M3NS-IIh-54.2


BEAM LG Gr.3 Module –

Application of Division DLP Gr. 3 Module 32 MTB-MLE Group –

Teacher’s Guide

42. estimates the quotient of 2- to 3- digit

numbers by 1- to 2- digit numbers.

M3NS-IIi-55.1 MTB-MLE Group –

Teacher’s Guide

43. divides mentally 2-digit numbers by 1-

digit numbers without remainder using appropriate strategies.

M3NS-IIi-52.2


DLP Gr. 3 Module 39

MTB-MLE Group –

Teacher’s Guide



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS

The learner... The learner... The learner... 44. solves routine and non-routine

problems involving division of 2- to 4- digit numbers by 1- to 2-digit numbers

without or with any of the other operations of whole numbers including


M3NS-IIj-56.2


BEAM LG Gr.2 Module 11

– Division, Gr.3 Module –

Application of Division MTB-MLE Group –

Teacher’s Guide

45. creates problems involving division or

with any of the other operations of

whole numbers including money.

M3NS-IIj-57.2


Numbers and Number

Sense


proper and improper,

similar and dissimilar and equivalent

fractions.

is able to recognize and represent proper and

improper, similar and

dissimilar and equivalent fractions in various forms

and contexts.

46. identifies odd and even numbers.

M3NS-IIIa-63

Lesson Guide in Elem. Math 3 pp.44 – 48, Gr. 5 p. 27

DLP Gr. 3 Module 7

BEAM LG Gr.3 Module 1.2

MTB-MLE Group –

Teacher’s Guide

47. visualizes and represents fractions that

are equal to one and greater than one.

M3NS-IIIa-72.4


DLP Gr. 3 Module 37

MTB-MLE Group –

Teacher’s Guide

48. reads and writes fractions that are equal to one and greater than one in

symbols and in words.

M3NS-IIIb-76.3


Identify and Order Fractions

MTB-MLE Group –

Teacher’s Guide

49. represents fractions using regions, sets,

and the number line.

M3NS-IIIb-72.5 Lesson Guide in Elem.

Math 4 p.188 BEAM LG Gr.6 Module 22

50. visualizes and represents dissimilar

fractions.

M3NS-IIIc-72.6

DLP Gr. 4 Module 58, 59

Lesson Guide in Elem. Math 4 p.197

MTB-MLE Group –

Teacher’s Guide



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


51. visualizes, represents, and compares

dissimilar fractions.

M3NS-IIId-77.3

MISOSA Module Gr.6 – Comparing Fractions

MTB-MLE Group –

Teacher’s Guide

52. visualizes, represents, and arranges

dissimilar fractions in increasing or

decreasing order.

M3NS-IIId-78.3

BEAM LG Gr.5 Module 2, Gr.6 Module 29

MISOSA Gr. 5 Module – Ordering Dissimilar

Fractions MTB-MLE Group –

Teacher’s Guide

53. visualizes and generates equivalent

fractions.

M3NS-IIIe-72.7

Lesson Guide in Elem. Math 5 p.63


MISOSA Gr. 5 and 6

Modules – Equal/Equivalent Fractions


Geometry

demonstrates

understanding of lines,

symmetrical designs, and tessellation using square,

triangle and other shapes that can tessellate.

is able to recognize and

represent lines in real

objects and designs or drawings, complete

symmetrical designs, and create patterns of designs

using square, triangle and other shapes that can

tessellate.

54. recognizes and draws a point, line, line segment and ray.

M3GE-IIIe-11 MTB-MLE Group –

Teacher’s Guide

55. recognizes and draws parallel,

intersecting and perpendicular lines.

M3GE-IIIf-12.1


DLP Gr. 3 Module 42

BEAM LG Gr.3 Module 7 – Line and Line Segment

MTB-MLE Group –

Teacher’s Guide

56. visualizes, identifies and draws

congruent line segments.

M3GE-IIIf-13


DLP Gr. 3 Module 43


MTB-MLE Group –

Teacher’s Guide



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS


57. identifies and visualizes symmetry in

the environment and in design.

M3GE-IIIg-7.3

DLP Gr. 3 Module 44


MTB-MLE Group –

Teacher’s Guide

58. identifies and draws the line of

symmetry in a given symmetrical figure.

M3GE-IIIg-7.4


59. completes a symmetric figure with

respect to a given line of symmetry.

M3GE-IIIh-7.5


BEAM LG Gr.3 Module 7 –

Line and Line Segment MTB-MLE Group –

Teacher’s Guide

60. tessellates the plane using triangles, squares and other shapes that can

tessellate.

M3GE-IIIh-8.3


MTB-MLE Group –

Teacher’s Guide

Patterns and

Algebra

demonstrates

understanding of continuous and repeating

patterns and mathematical

sentences involving multiplication and division

of whole numbers.

is able to apply knowledge

of continuous and repeating patterns and number

sentences involving

multiplication or division of whole numbers in various

situations.

61. determines the missing term/s in a given combination of continuous

and repeating pattern. e.g.

4A,5B, 6A,7B,

1 2 3 4

M3AL-IIIi-4


62. finds the missing value in a number

sentence involving multiplication or

division of whole numbers. e.g. n x 7 = 56

56 ÷ n = 8

M3AL-IIIj-12



CONTENT

CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

LEARNING MATERIALS



Measurement

demonstrates

understanding of conversion of time, linear,

mass and capacity measures and area of

square and rectangle

is able to apply knowledge

of conversion of time, linear, mass and capacity

measures and area of rectangle and square in

mathematical problems and real-life situations

63. visualizes, and represents, and

converts time measure from seconds to minutes, minutes to hours, and

hours to a day and vice versa.

M3ME-IVa-8




converts time measure

64.1 days to week, month and year and vice versa

64.2 weeks to months and year and

vice versa 64.3 months to year and vice versa.

M3ME-IVa-9


Math 3 pp.363 – 367


Time Measure, Gr. 3 Module 8

MTB-MLE Group –

Teacher’s Guide

65. visualizes, and represents, and solves

problems involving conversion of time

measure.

M3ME-IVb-10


Math 3 pp.376 – 379 BEAM LG Gr.3 Module 8

MTB-MLE Group –

Teacher’s Guide


converts common units of measure

from larger to smaller unit and vice versa: meter and centimeter, kilogram

and gram, liter and milliliter.

M3ME-IVb-39

DLP Gr. 3 Module 45 BEAM LG Gr.3 Module 1

MTB-MLE Group –

Teacher’s Guide

67. visualizes, and represents, and solves

routine and non-routine problems

involving conversions of common units of measure.

M3ME-IVc-40

BEAM LG Gr.3 Module 2 – Capacity

68. visualizes, and represents, and finds

the capacity of a container using

milliliter and liter.

M3ME-IVc-41



– Mass and Capacity, Gr.3

Module 1-Capacity MTB-MLE Group –

Teacher’s Guide







Documents

K to 12 Curriculum Guide - plt-borderlessschool.com